Authors : Nkanu, Nkanu O.; Ushie, Syllvanus A.; Ana, Carolyn Ebase O.

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/ycy97fmw

Scribd : https://tinyurl.com/3pxwhpsy

DOI : https://doi.org/10.38124/ijisrt/26jun062

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Teacher instructional leadership has become increasingly important in contemporary educational systems due to its influence on teaching effectiveness, school improvement, student achievement, and organizational performance. However, differences in teachers' instructional leadership behaviours often arise from underlying psychological characteristics that influence decision-making, classroom management, interpersonal relationships, and professional commitment. This work investigated emotional intelligence and locus of control as psychological correlates of teachers' instructional leadership among public primary and secondary school teachers in Cross River State, Nigeria. The study was anchored on Emotional Intelligence Theory and Rotter's Social Learning Theory of Locus of Control. A correlational survey design was employed. The population comprised 18,445 teachers in public primary and secondary schools across Cross River State. A sample of 1,200 teachers was selected from 60 schools (30 primary and 30 secondary schools) using multistage sampling procedures. Data were collected using the Emotional Intelligence Scale (EIS), Teachers' Locus of Control Inventory (TLCI), and Instructional Leadership Behaviour Questionnaire (ILBQ). Reliability coefficients of .87, .84, and .89 respectively were obtained using Cronbach Alpha.

Keywords : Emotional Intelligence, Locus of Control, Instructional Leadership, Educational Leadership, Teachers, Cross River State.

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